i/v^/s Educational Bulletin No. 55. Teacher Training Series No. 5. 

RURAL TEACHER TRAINING 



IN INDIANA 
\ 1 



4r 



A1TROVED NORMAL TRAINING COURSES 
FOF CLASS A AND CLASS B PROFESSIONAL 
CERTIFICATES FOR RURAL TEACHERS 



Prepared Under the Direction of 

BENJAMIN J. BURRIS 
State Superintendent of Public Instruction 

OSCAR H. WILLIAMS 
Editor 



19 2 2 



INDIANAPOLIS: 

\VM. B. BURFORD, CONTRACTOR FOR STATE PRINTINC AND BINDINU 
1922 






iittwur of comnm 

KECifVEB 

JUL 15 ffl22 

"OOUMENTS O.V.„.:j. 



-^x 



INTRODUCTION 

The rural school is the one social organization about which 
may be gathered the sympathies and active interests of the 
whole community life. It should, therefore, contribute to all 
phases of rural interest. Its work in turn should reflect the 
activities and interests of the community of whose life it is 
the organizing and directing center. 

It is in the hope that the new courses for training teachers 
for rural schools may be more effectively organized and pre- 
sented, that this little manual has been prepared. That it 
may prove useful in giving more definite meaning to these 
courses, is the belief and wish of those contributing to its 
preparation. It is generally conceded that the brief period 
of preparation allotted to young teachers necessitates more 
pointed and specific training than has hitherto prevailed. 

While many persons have contributed to the material found 
herein, special mention is due the following normal school 
and college professors: Emma Colbert. Teachers College of 
Indianapolis : Marion Lee Webster. Indianapolis Normal 
School; W. W. Black, Indiana University; and J. L. McBrien, 
Chas. M. Curry. E. E. Clippinger. B. H. Shockel. J. H. Bax- 
ter, and F. S. Bogardus, of the State Normal School. 

The thanks of the department are extended to these persons. 

Benj. J. Burris. 
State Superintendent of Public Instruction. 



(3) 



RURAL TEACHER TRAINING 

IN INDIANA 

The twelve weeks' courses for Class A and Class B train- 
ing were recently reorganized with special reference to prep- 
aration for teaching in one-, two-, or three-teacher rural 
schools. It is now a well established rule that teachers having 
these limited periods of preparation may teach only in those 
rural schools which are not directly connected with a high 
school. Thus unexcelled opportunity is presented for giving 
the courses point and direction toward a definite end. 

The courses outlined below constitute the approved courses 
for Class A and Class B training. A third twelve weeks' 
course is suggested as a continuation of the preparation for 
rural school service. 

CLASS A COURSES 

First Twelve Weeks 

Course 1 — Rural School Teaching and Organization 4 hours 

A few of the simple principles of teaching, and problems of 
organization and management, applied to the one-teacher 
school. 

Course 2 — Primary Methods 4 hours 

Special methods covering the entire field of primary grade 
instruction (grades 1 to 3), with special attention to read- 
ing, arithmetic, geography, handwork and drawing. It 
should be offered by one skilled in primary grade instruc- 
tion. Observation of skillful teaching in these grades is an 
important feature. 

Course 3 — Reading 4 hours 

Oral and silent reading, with about equal emphasis on the 
interpretative side and oral expression. Subject materials 
chosen with reference to interests and needs of rural school 
children of the advanced grades. Standards of achievement 
are higher, but materials and methods of teaching this sub- 
ject in these grades are stressed. 

Course 4 — Arithmetic 4 hours 

A study of the fundamental processes and the percentage 
and mensuration applications, with special emphasis on the 
work of advanced grades of one-teacher schools. Standards 
again higher, but spirit and methods of procedure applicable 
to teaching this subject in these grades. 

Non-preparation Work 5 hours 

Includes the fundamentals of drawing, music, writing, agri- 
culture, and physical education, each required of all, one 
hour per week. Such instruction as will be most helpful 
in the one-teacher rural school. 

(Si 



CLASS B COURSES 

Second Twelve Weeks 

Course 1 — Rural School Teaching and Management 2 hours 

Continuation of corresponding course in Class A. Further 
attention to simple principles of instruction. Emphasis on 
organization and administration of the one-teacher school, 
with considerable attention to the community relations of 
the school. 

Course 2 — Physiology and Hygiene 2 hours 

Instruction in hygiene, based on elementary facts of human 
physiology. Emphasis on sanitation of school and 
home. Personal cleanliness of teacher and children, and im- 
portance of clean school houses and tidy school grounds, 
should be stressed. 

Course 3 — Language and Composition 4 hours 

Oral and written English, the prospective teachers being 
taken over exactly same exercises they will later take the 
children over in the intermediate and advanced grades of 
the one-teacher schools. Standards of achievement are 
higher, but spirit and method applicable to teaching this 
subject in one-teacher schools. 

Course 4 — Geography for 4th and 5th Grades 4 hours 

Content or subject matter course covering the field and ma- 
terials described in the state course of study for these 
grades. Standards again higher, but spirit and methods 
of procedure applicable to teaching geography in these 
grades. 

Course 5 — United States History for Grades 4, 5 and 6 4 hours 

A subject matter course treated precisely as geography 
above. (For suggested texts see state course of study, 
pages 146-147.) 

Non-preparation Work 5 hours 

In drawing, music, writing, agriculture and physical edu- 
cation; each one hour per week, required of all. Continu- 
ation of work in these subjects for Class A. 

SUGGESTED THIRD TWELVE WEEKS' COURSES 

Course 1 — Rural Community Civics. 

Course 2 — Geography for Grades 6 and 7. 

Course 3 — United States History for Grades 7 and 8. 

Course 4 — Agriculture. 

All are subject matter courses, dealing with the materials and meth- 
ods of the grades specified. 

Unprepared Work, continued as before. 



COURSES IN DETAIL 

I. CLASS A COURSES 

First Twelve Weeks 

Course 1. — Rural School Teaching and Organization. 4 hours 

This course is planned primarily to prepare the beginning 
teacher for the work of organizing and managing a one- 
teacher school in the open country. It should also give a 
working knowledge of the elementary principles involved in 
teaching children. The objectives are therefore immediate 
and definite. 

These purposes and the conditions under which young 
teachers, after twelve weeks of intensive training, will enter 
upon and pursue their work, should constantly be uppermost 
in the minds of instructors who conduct the course. While 
some background of understanding of rural life conditions 
and of the relation to these conditions of the rural schools 
must be built up, yet the point of view is essentially a prac- 
tical one. The problems which the novice teacher is to meet 
in her first school are to be dealt with in a practical way. 
This suggests the method to be employed. 

Wherever possible, the topics for discussion should be 
stated as problems. Frequently a project may be under- 
taken. Some attention should be paid to practical exercises, 
illustrative drawings, sketches, plans, objects, and the mate- 
rials actually used by the teacher in a rural school. The 
suggestion is made that such materials be put in permanent 
form and kept by the student teacher for later use. 

It is believed that in such a course the basic principles of 
instruction and management will become sufficiently estab- 
lished in the minds of these teachers as to be of use to them 
should they later become engaged in other types of schools. 

In accomplishing its primary purpose of giving the child 
the knowledge, attitudes, and skills, essential to him for play- 
ing his part in the world in which he is to live, the school 
employs the following means : 

I. The social organization within and without the school. 
II. The curriculum of studies. 
III. The daily class instruction by the teacher. 

(7) 



8 

This analysis of means employed by the school suggests the 
broad outlines of the course. 

I. A study of the social organization should include : 

1. The life of the rural community. Its, advantages, 
faults, and conditions making for or against social 
stability. 

2. The rural school as a center of community life. 

3. Organizing the school for effective management, in 
relation to, (a) the community as a whole, (b) the 
patrons, (c) the pupils and their work, (d) the 
daily program of activities. Consider what may 
be done before the term begins; what should be 
done on the opening day ; how a program of studies 
should be made; how to interest patrons in the 
school; how to keep records and prepare reports; 
how to make the school a real community center. 
The community and its life and needs should con- 
stitute the point of view to be stressed in every 
part of the course. 

Have the student teachers examine actual daily 
programs of rural schools and construct a good 
working program for their own schools. Consider 
the more important problems connected with the 
promotion and gradation of children, the grouping 
of children by grades, and the possible combinations 
of the various subjects prescribed by the state 
course of study. Encourage them to visualize their 
actual school communities and explain how the 
school may be made a living force in these very 
communities. 

4. Elements in effective management: (a) securing 
regular attendance, (b) school discipline and gov- 
ernment, (c) use of proper incentives, (d) making 
records and reports. Discuss typical situations, 
e. g., — habitual tardiness, irregular attendance, 
poor home conditions, — from the point of view of 
their causes and a practical remedy. 

5. The school plant and premises. Consider from the 
standpoint of the rural community, such items as 
location, size of grounds, building, furniture, and 
equipment. How to beautify the school grounds. 



Plan an excursion to an actual one-room school. Use 
the standard score-card in scoring the school. Get 
necessary data from county superintendent. De- 
scribe and justify the Indiana classification of 
schools. 

7. School sanitation and hygiene. A very important 
topic. Consider from the point of view of clean- 
liness, lighting, ventilation, heating, and seating. 
Study the Indiana schoolhouse sanitation law of 
1911. 

8. Organization of the school for administrative pur- 
poses. Work this out for the township schools in 
Indiana. 

9. The teacher and her professional advancement. 

Slightly more than half the term should be given 
to this division. 

II. The elementary curriculum (course of study) of the 
rural school. Consider the basic and the supplemen- 
tary studies required by the needs of the rural com- 
munity. Organize these into a curriculum. Compare 
the courses constructed (a) with two or more city 
school courses, (b) with the state common school 
course of study. 

Two or three weeks on this division. 

III. Principles of instruction as embodied in the recitation. 
Consider the three principal purposes of the recita- 
tion and how to accomplish these. Types of recita- 
tion method with considerable attention to questioning, 
lesson preparation, and assignment. How to use 
standard tests. 

Remainder of term on this section. 

Basic textbooks : 

Wilkinson, Rural School Management. 

Betts, The Recitation (Riverside Educational Monographs). 

References 

Betts. New Ideals in Rural Schools (Riverside Educational 
Monographs). Houghton. Excellent view of the rural 
school problem. 

Carney. Country Life and the Country Schools. Row, 
Peterson. 



10 

Eggleston and Bruere. The Work of the Rural School. 
Harper. 

Woofter. Teaching in Rural Schools. Houghton. 

Seeley. A New School Management. Hinds, Noble. A 
practical treatise. See especially Ch. IV, "The First Day 
of School" ; Ch. V, "The Daily Schedule of Work." 

Foght. The American Rural School. Macmillan. 

Cubberly. Rural Life and Education. Houghton. 

MacGarr. The Rural Community. Macmillan. 

Course 2.— Methods for Primary Grades 4 hours 

This course should be based on some knowledge and appre- 
ciation of the instincts, interests, and capacities of children 
of the first three grades. A considerable portion of the 
early part of the course should be devoted to a presentation 
by the instructor of the principal topics embraced in some 
such book as Kirkpatrick's Fundamentals of Child Study, and 
Gilbert's What Children Study and Why. The former of 
these books emphasizes the nature of the child; the latter 
the method of presentation. 

The following outline embraces the principal topics relating 
to primary methods: 

A. Primary Language Work. 

(1) Story Telling. 

(2) Reading. 

(3) Composition. 

(a) Oral. 

(b) Written. 

I. Spelling. 
II. Penmanship. 

(4) Phonics. 

(5) Dramatization. 

B. Primary Arithmetic. 

(1) Exercises in judging relationships. 

(2) Exercises in counting. 

(3) Exercises in measuring. 

(4) Discovering number relationships. 

(a) Addition, subtraction, multiplication, etc. 

(5) Memorizing number relationships. 

(6) Learning the symbols which express these relation- 
ships. 



11 

(7) Reading and writing numbers. 

(8) Applying this knowledge in further learning. 

Problems, games, contests. 
Tests of ability and achievement. 

C. Handwork for Primary Grades. 

(1) Clay, object-modeling. 

(2) Paper and cardboard construction. 

(3) Making booklets. 

(4) Deskwork to modify reading, spelling, and arith- 
metic. 

References 

Kirkpatrick. The Individual in the Making. Houghton. 

Dynes. Socializing the Child. Silver, Burdette. 

Dobbs. Primary Handwork. Macmillan. Very practical. 

Krackowizer. Projects in the Primary Grades. Lippin- 
cott. 

Gesell. The Normal Child and Primary Education. Ginn. 

Norsworthy and Whitley. Psychology of Childhood. Mac- 
millan. 

Course 3. — Reading 4 hours 

The subject matter for this course should be selected from 
the textbooks used in the upper grades of the Indiana schools. 
The Elson Readers (4th, 5th, and 6th grades) and the Baker- 
Thorndike Every Day Classics (7th and 8th grades) should be 
accessible to all students for reference purposes. Two vol- 
umes, preferably the Elson Grammar School Reader, Book I, 
and the Baker-Thorndike Every Day Classics, Book VII, should 
be owned by all students, and may be made the basis for the 
exercises of the course. Attention is called to the excellent 
Manuals which accompany these Readers and which should 
prove helpful to instructors offering this course. 

All these books are so rich in material which has stood the 
test of time that the instructor should feel free to use those 
selections that he has found by experience best fitted to illus- 
trate the various phases of advanced reading work. 

Among the points that should receive emphasis in such a 
course are the following : 

1. Basic reading matter for children should be mainly 
chosen from the familiar poems and prose pieces that the 
people have long since taken to their hearts. Much of this 



12 

literature is very simple, can easily be understood and en- 
joyed by children, and, since it embodies the ideas commonly 
accepted by the race, is of fundamental importance in the 
education of the young citizen. Aesop's Fables, Franklin's 
The Whistle, Longfellow's The Village Blacksmith and The 
Arsenal at Springfield, Lanier's Song of the Chattahoochee, 
Hawthorne's A Rill from the Town Pump, Burns' For A' 
That and A' That, are all illustrations of the type. Very re- 
cent material should not be omitted entirely, but it should 
largely be a matter for supplementary reading. 

2. Interpretation and oral expression should go hand in 
hand. While the power of silent reading is the accomplish- 
ment most to be desired, it must not be forgotten that skill 
in oral expression is its most satisfactory test. Good oral 
reading need not be confounded with elaborate elocutionary 
effects. It should be a natural, simple "carrying over" of the 
meaning, modified of course by the reactions of the reader. 
Teachers should be encouraged to read more to children, thus 
by illustration leading the children to better oral expression. 
Attention should be constantly focused upon the meaning, as 
oral expression has as its only object the expression of mean- 
ing. 

3. The literary background. Many selections become much 
more significant if the circumstances out of which they grew 
are known to the reader, e.g., the incidents in the Crimean 
war which led Tennyson to write The Charge of the Light 
Brigade and Bayard Taylor to write A Song of the Camp, or 
an* account of the stone tower at Newport in connection with 
Longfellow's The Skeleton in Armor, or a picture of the 
Nautilus shell in connection with Holmes's The Chambered 
Nautilus. When a poem is thus vitally related to actual things 
it no longer seems foreign. Pictures, historical and biograph- 
ical information, and musical settings may all be brought, as 
occasion allows, to furnish background material. All such 
material should, of course, be strictly subordinated to the end 
in view, that of throwing light on the selection studied. 

4. Organization in the reading lesson. Every real piece of 
literature is an organism with a definite plan or arrangement 
of material. The realization of this inherent plan is the first 
step in preparing to teach it. A selection may consist of a 
string of closely related moral reflections, as in Longfellow's 
A Psalm of Life, the dramatic climax of some great adven- 



13 

ture, as in Joaquin Miller's Columbus, ironical comment upon 
some well-known platitude, as in Holmes's Contentment. 
Whatever the point to its organization, that point becomes 
the guide in teaching it. For teachers to grasp fully this 
fundamental thing in a selection will dispel the vagueness 
that is so common in the teaching of reading in the grades. 
Teachers should be encouraged to make simple lesson plans 
for well-known selections. Such plans should name points to 
be brought out and the steps to be taken in making them 
clear. 

5. Assignment of reading lessons. Particular emphasis 
upon the kind of preliminary comment and questions that 
will serve to stimulate interest in and curiosity about the se- 
lection to be read. 

6. The proper use of dramatization deserves attention. 
This should never be made elaborately theatrical, and should 
never be pushed beyond the natural inclination of children to 
"act out" their understanding of the situation. The active 
effort to stand in place of another tends to do away with the 
self-consciousness which is so apt to take hold of children in 
the upper grades. Perhaps this self-consciousness accounts 
for the fact that children seem often to read more poorly in 
the seventh or eighth grade than they did in the third. Skill- 
ful use of dramatization will lead to a natural, forceful ex- 
pression. 

7. The lighter, humorous selections should have a promi- 
nent place. They not only furnish relief, tending to keep the 
mind sanely balanced, but they cultivate keenness and clever- 
ness of mental activity. 

Basic textbooks: 

Elson, Grammar School Reader, Book I. 
Baker-Thorndike, Everyday Classics, Book VII. 

Supplementary textbook (recommended) : 
Davis, Technique of Teaching. Ch. 3. 

(This book will be useful as a supplementary text in all 
Class A and Class B courses.) 

References 

Klapper. Teaching Children to Read. Appleton. 
Huey. The Psychology and Pedagogy of Reading. Mac- 
millan. 



14 

Course 4. — Arithmetic 4 hours 

The first few days should be given to an examination of 
the state elementary course of study, pp. 37-44; with a view 
to becoming familiar with the objectives and materials of the 
intermediate and advanced grades in Arithmetic. 

This course should give the beginning teacher a distinct 
understanding of what constitutes the work of each of these 
grades and a clear notion of how to organize the work in 
arithmetic in a one-room school. Using the textbook adopted 
for use in the elementary schools as the basis for this course, 
the prospective teacher will not only become familiar with 
the subject matter which he must present to his own pupils 
but will indirectly acquire correct methods of presentation. 
The method of instruction employed should illustrate the 
methods of presenting the subject to children. 

Basic text: 

Wentworth-Smith, Advanced Arithmetic. 

Supplementary text (recommended) : 

One from list below, and Davis, Technique of Teaching, 
Chapter 5. 

To supplement the subject matter for this course such 
books as the following will be valuable : 

Modern Advanced Arithmetic, David Eugene Smith. 

The Appleton Arithmetic, Young and Jackson. 

The Stone-Milljs Arithmetic Complete, Stone and Millis. 

To supplement the method in this course, the following 
reference works are recommended in the order named : 

Principles and Methods in Teaching Arithmetic, Overman. 

Modern Arithmetic Methods and Problems, Lindquist. 

The Teaching of Arithmetic, Stone. 

The Teaching of Arithmetic, Paul Klapper. 

How to Teach Arithmetic, Brown and Coffman. 

II. CLASS B COURSES 
Second Twelve Weeks 

Course 1. — Rural School Teaching and Organization. 4 hours 

This course is a continuation of Course I in Class A. It 
should consist of (1) a somewhat broader study of the ele- 



15 

mentary principles of teaching, and (2) a more compre- 
hensive view of organization and administration as applied 
to the one-teacher school. Considerable attention should be 
devoted to the wider community relations of the school. 

The principal topics bearing on organization and adminis- 
tration should be taken up about as suggested in parts I and 
II of Foght's "The Rural Teacher and His Work". This book 
is recommended as the basic text. 

The experiences of the student teachers in their teaching 
situations of the past year should be constantly drawn upon. 

For a study of principles, one of the two following text- 
books is recommended in the order of preference: 

Freeland, Modern Elementary School Practice. 

Bagley, The Educative Process. 

Course 2. — Physiology and Hygiene 2 hours 

This is an elementary course, embracing the primary facts 
in human physiology and the principles of personal hygiene 
and school sanitation. It should deal with the more impor- 
tant elements underlying the healthy body, and should stress 
the factors which determine health and hygiene in the school, 
the home, and the community. Special applications should 
be made to health and sanitation in rural communities. 

Some attention should be given to the teaching of the sub- 
ject in the advanced grades of rural schools. The course of 
study should become familiar, especially for the sixth year and 
above. See State Elementary Course of Study, pp. 179-192. 

Basic text : 

Emerson and Betts, Physiology and Hygiene. 

Supplementary text (recommended) : 
Ritchie, Sanitation and Physiology. 

Course 3. — Language and Composition 4 hours 

I. Throughout the course attention should be given to the 
kind and amount of language and composition work 
for each of the intermediate and upper grades and to 
methods of presentation. See State Elementary Course 
of Study, pp. 154-156 ; and 223-233. 
II. Language. 

A. Half of the time should be given to language study. 

B. Emphasis should be placed upon correct use of 



16 

verbs, pronouns, adjectives, and adverbs. The stu- 
dent should be taught, for example, to explain why 
one should say: The book is lying on the table; 
The box had sat there a long time; There are sev- 
eral reasons; The teacher helped Mary and me; 
Whom do you want; She seems cheerful; He re- 
plied cheerfully. Some attention should be given 
to colloquialisms, such as might of, hisself, ain't, 
and hadn't ought. 

III. Composition. 

A. About half of the time should be given to oral and 
written composition work. 

B. Oral composition. 

1. The student should talk to the class without 
notes. The talks may be reminiscences, stories, 
and opinions. 

2. Teach correct position, distinct articulation, 
clear voice, and pleasing conversational style. 

C. Written composition. 

1. Themes should be written neatly with ink on 
only one side- of paper of uniform size and qual- 
ity. The teacher should refuse to accept themes 
not written neatly and carefully. 

2. The teacher should read all written composi- 
tions and indicate errors. The student should 
make all corrections. 

IV. Spelling. Some attention should be paid to the teach- 
ing of spelling ; the technique of selection, presentation, 
and drill on spelling of words. See Davis, Technique 
of Teaching, Ch. 2. 

Basic text : 

Robbins and Row, Studies in English, Book One entire and 

Book Two, pp. 227-376. 
Arnold, The Mastery of Words, Books One and Two. 
Supplementary texts (one recommended) : 

Clippinger, Written and Spoken English. Silver, Burdett. 
Davis, Technique of Teaching, Chapters 2 and 4. 
See references at end of these chapters. 



17 

Course 4. — Geography for Fourth and Fifth Grades . . 4 hours 

I. Subject Matter 

The work outlined in grades four and five in the state 
course of study. The work covered in Book 1 of the adopted 
text in Indiana. This is the first-cycle survey of the con- 
tinents, oceans and countries. Book 2, for use in grades six 
and seven, gives the second-cycle and more complex treat- 
ment. 

II. Emphasis 

Emphasis should be placed upon those simple and founda- 
tional phases which can be grasped by children of the fourth 
and fifth grades. Chiefly they are as follows: (1) Location, 
size, shape and outline of home area, continents, oceans and 
countries, and their effect upon climate and life in each in- 
stance. (2) Transportation routes — river, railroad, road, lake, 
ocean and air: the urban and rural centers which they serve. 
A discussion of what is learned by travel along the routes. 
(3) Surface forms of home area, continents and countries, 
and depths of the ocean, and in each instance effect upon 
climate and life. 

Numbers (1) and (2) should be emphasized in the fourth 
grade, and numbers (3) and (2) in the fifth grade. 

III. Topics of the Course 

1. Fourth grade: six weeks. 

A. Statement of subject matter and objectives of the 
fourth grade. See State Elementary Course of 
Study. 

B. Home geography for the fourth grade. 

1. School room: Concept of its size, shape, and out- 
line, by means of words, drawings, maps, photo- 
graphs, pacing, etc. Effect of its size, shape and 
outline upon life of pupils and children. Same 
concerning location of schoolroom ; and concern- 
ing transportation routes within the schoolroom. 

2. Same treatment of schoolhouse, yard, and home 
community area. 

C. Continents, oceans, countries (chief emphasis on 
North America). Concept of location, size, shape, 
and outline, by as many means as are feasible. In 
each instance, the effect upon climate and life. 

2—21376 



18 

D. Journey geography: problems in railroad, road, 
river, lake, ocean and air routes of travel, and dis- 
cussion of what is learned by travel along these 
routes. 

E. Stories: People of various climates, continents and 
countries. 

F. Discussion of books, maps, photographs, slides, and 
other material which should be used by pupil and 
teacher in the fourth and fifth grades of geography. 
Collection and preparation of as much of such ma- 
terial as is feasible, by the student in class for actual 
future use in teaching in the grades. 

Topics A and B should be completed before the 
remainder are taken up. 

Topics C, D, and E are carried on throughout the 
remainder of the six weeks : two days of each week 
being given to topic C, two days to topic D, and one 
day to topic E. Topic F should be treated through- 
out the course wherever most pertinent. 

Fifth grade: six weeks. 

A. Statement of subject matter and objectives of the 
fifth grade. State Elementary Course of Study. 

B. Home geography for the fifth grade. 

1. School yard: concept of its surface forms by 
means of words, maps, drawings, photographs, 
pacing, etc. Effect of its forms upon life of 
pupils and teacher. 

2. Same treatment of home town and home area. 

C. Continents, oceans, countries (chief emphasis on 
United States) : Concept of the surface forms and 
shore waters by as many means as are feasible. In 
each instance, the effect upon climate and life. 

D. Journey geography : like that of grade four, but pay- 
ing more attention to effect of surface forms. 

E. Stories: of peoples and life in different land forms 
and coastal regions, as for example mountains, 
plains, plateaus, rough lands, smooth lands, bold 
coasts, intricate . coasts, harborless coasts. An ex- 
ample is the John Fox Jr. Stories of the rough lands 
of the Southern Appalachians. 



19 

F. Discussion of materials and preparation of them, 
etc., as outlined in F of fourth grade. 
Succession of topics as in fourth grade. 

IV. Procedure in Class Work 

Throughout the course the topics should be studied and 
taught by the teacher and the students as content matter to 
be taught to pupils in the fourth and fifth grades. The tech- 
nique of teaching geography to the fourth and fifth grade 
pupils should be learned by the student through the studying 
and teaching of the subject matter by the teacher and stu- 
dent. Teaching of geography in the fourth and fifth grades 
should be held constantly in mind. 

Not all of the subject matter of grades four and five can 
be covered. Concrete type lessons, problems, and projects 
are advised. 

There should be some actual teaching by a student, the 
teacher and the rest of the class playing the part of the 
pupils. 

There should be some observation of geography teaching 
in grades four and five, by an expert teacher of children, 
teaching children with the students observing. 

Textbooks 

Basic text: Book I of the Atwood-Frye series, adopted in 
Indiana. 

Supplementary (recommended) : An advanced text to en- 
rich the student's knowledge of geography, such as Principles 
of Human Geography, by Huntington and Cushing, John 
Wiley and Sons, New York. 

Course 5. — United States History for Grades Four, 

Five, and Six 4 hours 

1. Spend two recitation periods with the class in securing 
a general view of the requirements of the State Ele- 
mentary Course of Study in History for Grades four, 
five and six. 

2. Set aside three recitation periods for observation. Three 
periods should be devoted to a discussion of observation 
lessons. This leaves forty recitation periods to be used 
for regular work in the classroom. 



20 

3. Select from the State Elementary Course of Study a 
series of project subjects that are most important and 
apportion them among the forty recitation periods, in- 
dicating - just how much time is to be given to each 
project. 

4. Organize lesson-projects in detail. Begin by making 
definite assignments based on library material to make 
sure that students know the main facts of the subjects 
they are to organize as projects. Then in class work 
out the projects step by step until the project outlines 
are completed. Do this with at least two projects. Then 
assign the class the task of formulating a project out- 
line on an assigned subject and when these outlines are 
ready, make them the basis of critical examination and 
discussion during one or two recitation periods. An- 
other subject should then be assigned in the same way 
and a similar critical discussion should follow. Five 
recitations of this type should be completed. This will 
take at least ten recitation periods. 

5. The next step is to develop recitation technique. This 
involves organization of lesson plans as single units. A 
definite model lesson plan based on the textbook and a 
very small amount of collateral material should be 
placed before the class. These plans should provide for 
story-telling, biography, and dramatization, as well as 
the use of an elementary text. The technique of the 
recitation should be developed in this way by asking the 
class to organize lesson plans for at least ten lesson 
units. The study and critical examination of these plans 
will require at least twenty days. 

6. The remaining seven or eight days should be given to 
discussion of and practice in the use of maps, diagrams, 
charts and pictures and in testing and reinforcing weak 
points in subject matter or technique that have ap- 
peared during the term. 

Basic textbooks: 

There being no state-adopted textbook for use in these 
grades, the instructor is free to use any of the books listed 
on pages 146-147 of the State Elementary Course of Study. 

The following are recommended: 

Beard and Bagley. A First Book in American History. 
Macmillan. (Grades Four and Five.) 



21 

Woodburn and Moran. Introduction to American His- 
tory. Longmans. (Grade Six.) 

For teaching technique: Davis, Technique of Teaching, 
Chapters 1 and 6. 

OBSERVATION OF TEACHING 

Each of the subject matter courses, as well as courses in 
principles and method, should include not fewer than three 
full period observations of demonstration teaching. In all 
cases either the instructor in charge of the course, or the 
regular teacher in the demonstration school, should present 
lessons which will serve to illustrate the principles, methods, 
and subject matter under consideration. Each observation 
period should be preceded by careful instructions on what to 
observe and followed by discussion of what was observed. 
Written reports embracing the elements involved in the reci- 
tation may well be required of all student teachers. 

The following suggestions are offered on what to observe : 
(a) school "atmosphere" and physical setting of the school- 
room, (b) organization and management of the school, (c) use 
of correct English and correction of errors, (d) daily pro- 
gram of work, (e) types of recitation employed, (f) special 
devices used in teaching reading, language, spelling, geog- 
raphy, arithmetic, history, etc., (g) attention given to indi- 
vidual needs of pupils. 

The state department expects to issue fuller outlines em- 
bracing these points. 

For reference the following are suggested : 

Maxwell. Observation of Teaching (Riverside Educa- 
tional Monographs). Houghton. 

Davis. Technique of Teaching, Chapter 1. 

Hahn. Projects in Practice Teaching. University Pub- 
lishing Company, 

NON-PREPARATION SUBJECTS 

Agriculture 

courses a and b 

1. Courses of study in agriculture. (See State Elemen- 
tary Course of Study.) How determine for a com- 
munity; who shall outline; community problems the 
basis; concrete examples. 



22 

2. Teaching agriculture. Aims; methods — academic and 
practical. 

3. Projects — vocational and club. Define; outline; show 
relation ; give concrete examples. 

Instruction in Drawing 

The object of Art Instruction should be to lead the chil- 
dren to observe; to know; to appreciate; and to choose that 
which is beautiful and fitting. This will apply to everyone 
and everything every day. The purpose is to add to the joys 
of life of every child who enters our schools, and is not to 
train or discover unusual talent. 

CLASS A COURSE 

1. In this short course emphasis should be placed on get- 
ting the prospective teacher started on blackboard illustrat- 
ing for general use. This should not be confined to exacting, 
painstaking, careful representations but rather to quick work 
in order that the teacher may be more forceful in the pres- 
entation of any subject. 

2. Give lists of materials generally used and suggest sub- 
stitutions that can be made for much of the more expensive 
material. 

3. Explain terms and definitions used in Art discussions. 

4. Consider the fundamental rules that underlie all good 
design, such as order, balance, harmony or fitness, etc. 

5. Suggestions as to accumulating beautiful pictures, from 
magazines and elsewhere, and the use of these in teaching 
other subjects and for wall decorations; and as to acquiring 
labels, posters, advertisements, colored bottles, and pebbles, 
etc., that are helpful in devising color schemes. In this chil- 
dren will learn to choose the good. 

6. Methods of undertaking a program in which the chil- 
dren are taught to observe and take notes concerning the 
birds and flowers; trees; fruits; skies; perspective appear- 
ances; beautiful features of houses and yards. The school- 
house, furniture and playgrounds should come in for their 
share of attention. Civic pride and personal interest should 
be made to furnish stimulus. 

7. Instructions in pencil holding; use of crayons, chalks, 
brush work, color, etc. 



23 

8. Draw from objects, and from memory, representations 
such as leaves; vegetables; fruits; trees; and one face of 
plane surface objects, etc. Draw in outline, silhouette or 
color. 

9. Use of ruler, compass, etc. 

Geometric problems for use in the construction of poly- 
gons, and the development of surfaces which will lead to 
the making of boxes, etc., of paper or cardboard, or other 
material, and which will furnish objects for decoration. This 
may be done with color or "cut outs" or stick printing, etc. 

10. Some rules of Perspective to observe and remember 
in drawing solids. 

CLASS B COURSE 

Continuation of problems suggested for Class A with the 
object of giving the prospective teacher more practice in 
Drawing and completion of projects. 

Writing 
class a and class b 

The teacher must be able to write a good, plain, modern 
style specimen on the board, FIRST. 

To this end most of the practice work should be done at 
the board. 

Give movement exercises that are suited for use in writing 
capitals and small letters. 

Emphasize the importance of "continued good positions." 

Suggest devices to be used by children in the beginnings 
in Writing. 

Music 
class A 

The primary aim of this course is to prepare these pros- 
pective teachers (who are to teach in the one-room schools) 
to lead the daily singing in these schools. There is no thought 
of preparing them to teach music. 

Following is a suggested outline for such a course: 

1. Teach the nature of the child voice and its proper use 
in singing. The student should be taught how to use her own 
voice in such a way that her singing will be an example in 
tone quality for the children to imitate. 



24 

2. Teach, by rote, a large number of songs suitable for 
use as rote songs in the one-room schools. The student should 
be required to learn these songs well enough so that she can 
sing them alone and with the proper tone quality. She should 
have a copy of each song learned. 

3. Teach the use of the pitchpipe in starting these songs. 
It will be necessary to teach enough of scale singing and key 
signature to enable them to establish the feeling for the key 
when starting songs. Each student should have a pitchpipe. 

4. Each student should be given actual experience in start- 
ing and directing songs, the class being used as pupils. 

5. If there is any time left after doing the work sug- 
gested under 1, 2, 3 and 4 it could be well spent in giving a 
little ear training. 

CLASS B 

A continuation of the work outlined for the A Certificate 
Course is suggested with the following additions: 

1. Ear training, consisting of oral and written tonal dic- 
tation and enough rhythmic work to establish definite note 
values. 

2. Some work in elementary sight singing. 

First Year Music by Hollis Dann is suggested as a suitable 
text for the rote song work. 

Physical Education and Games 

class a 

The following outline presents a working plan of discussion 
and practical exercises. Two weekly periods for each divi- 
sion (I, II, etc.) will constitute a fairly good distribution of 
time in the course. 

I 

A. Discussion — 

(1) Purpose and scope of physical education. 

(2) Systems of physical education, and their value. 

(3) Essentials in physical education. 

B. Practice in gymnastic positions. 

(1) Commands and execution of same. 

(2) Hands on hips. 

(3) Hands on neck. 

(4) Head forward, backward and sideward. 

C. Indoor games suitable for Grade 1. 



25 

II 

A. Discussion — 

(1) Gymnastic apparatus, kind and use. 

(2) Location of apparatus on school grounds. 

B. Practice in gymnastic positions. 
(Review "B" of Lesson I.) 

(1) Arms bend upward. 

(2) Arms forward raise. 

(3) Arms sideward raise. 

(4) Arms upward raise. 

C. Outdoor games suitable for Grade I. 

Ill 

A. Marching commands and execution of same. 

(1) Right face. 

(2) Left face. 

(3) About face. 

(4) Forward march. 

(5) Halt. 

B. Review "B" of Lessons I and II. 

C. Indoor games suitable for Grade II. 

IV 

A. Discussion — 

(1) Nature and function of play. 

(2) Educational value of games. 

B. Practice in gymnastic positions. 

(1) Stride forward. 

(2) Stride sideward. 

(3) Stride backward. 

C. Outdoor games suitable for Grade II. 

V 

A. Discussion — 

(1) Organization of games. 

(2) Sex and age determination of games. 

(3) Variation in games. 

(4) Apparatus for playing games. 



26 

B. Practice in gymnastic positions. 
(Review "B" of preceding lessons.) 

(1) Heel raising (on toes). 

(2) Knee bending. 

(3) Leg raising. 

C. Indoor games suitable for Grade III. 

VI 

A. Marching commands and execution of same. 
(Review "A" of Lesson III.) 

(1) Mark time. 

(2) Forward march from "mark time" and "halt". 

(3) To the rear march from "mark time" and "halt". 

(4) Double time. 

(5) On toes. 

B. Review preceding gymnastic positions. 

C. Outdoor games suitable for Grade III. 

CLASS B 

I 

A. Discussion — 

(1) Value of good posture. 

(2) Normal posture, standing and sitting. 

(3) How normal posture is maintained. 

B. Practice in gymnastic positions. 

(1) Trunk forward. 

(2) Trunk backward. 

(3) Trunk sideward. 

(4) Trunk twist. 

C. Indoor games suitable for Grade IV. 

II 

A. Discussion-- 

(1) Causes producing spinal curvature, round shoulders, 
protruding stomach, hollow chest, hollow back, and 
flat feet. 



27 

B. Practice in gymnastic positions. 

(Review preceding positions.) 

(1) Lunge forward. 

(2) Lunge backward. 

(3) Lunge sideward. 

(4) Lunge outward. 

C. Outdoor games suitable for Grade IV. 

Ill 

A. Discussion — 

(1) Methods of examination for physical defects. 

(2) Use of measuring and weighing charts. 

(3) Exercises necessary to overcome faults. 

Stated under "Discussion" of Lesson VIII. 

B. Marching commands and execution of same. 

(Review "A" of lessons III and VI.) 

(1) To left march; to right march. 

(2) Step sideward; backward. 

(3) Column left; right. 

(4) Right dress. 

(5) At ease. 

C. Indoor games suitable for Grade V. 

IV 

A. Discussion — 

(1) Determining factors in good health. 

(2) Care of eyes, ears, teeth. 

(3) Health inspection. 

(4) Hygiene of schoolroom, building and school utensils. 

B. Review gymnastic positions and marching. 

C. Outdoor games suitable for Grade V. 

V 

A. Discussion — 

(1) Daily, weekly, and yearly programs of physical edu- 
cation and games suitable for the various grades. 

B. Review gymnastic positions and marching. 

C. Consideration of more highly organized games; volley- 
ball, playground baseball, hand ball, bat ball, etc. Tour- 
naments, mass games and athletics, point systems and 
badge tests. 



28 

ADMINISTRATIVE REQUIREMENTS 

1. The basic texts in all subject matter courses should be 
the adopted textbooks for the corresponding grade of work, 
but in all cases it is recommended that these textbooks be 
supplemented by the use of more advanced textbooks and 
appropriate supplementary reading. 

2. Observation of teaching during six weeks is required in 
all courses dealing with subject matter and methods. A min- 
imum of three full period observations for each subject is pre- 
scribed. Such observation should be properly directed. 

3. To the end that proper facilities for demonstration 
teaching be provided, at least one class in each of the three 
levels, — primary, intermediate, and grammar grade, — of ele- 
mentary grade instruction should be provided during a period 
of at least six weeks. Only teaching of superior quality should 
be offered. One demonstration or classroom teacher for every 
seventy-five student teachers in training is required. 

4. No substitutions are permissible, except when (in sum- 
mer of 1922) identical courses listed in Class B may have been 
carried in Class A. 

5. The usual standards governing size of classes and teach- 
ing load of instructors, are understood to apply. 

June 1, 1922. 

BENJ. J. BURRIS, 

State Superintendent of Public Instruction. 

OSCAR H. WILLIAMS, 

State Supervisor of Teacher Training. 



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